A Level Biology Curriculum Overview 2020-2021
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A Level Biology
Curriculum Overview 2020-2021
Statement of intent
A-Level Biology - When designing a curriculum, we have strived to achieve a balanced course with challenge embedded from the start. We
want to allow our students to explore the world of Biology and see the connections between all aspects of the planet that we inhabit. Biology
provides foundations for understanding the natural world and is inextricably linked with the other science disciplines. Biology contributes to
our changing world and is a vital driver of our future prosperity. Students will be taught essential knowledge, methods, processes, and
applications of Biology, further developing their curiosity about the subject, giving them insight into how science works, and providing an
appreciation of its relevance to their everyday lives and their future careers.
The scope and nature of A-Level Biology study presents a combination of Human and Plant Biology. It encourages students to be inspired,
motivated and challenged by the subject matter and the achievements that this science has brought about. Students are helped to appreciate
how the complex and diverse natural world can be explained with the basic principles of the big ideas, these include the building blocks of life
– the biological molecules and how these interact inside cells and organisms. We then look at how these organisms regulate themselves
through homeostasis and then how the organisms interact with each other in ecosystems. The interdependence of all life is explored, and the
variety and survival of organisms is looked at through the sphere of genetics. Finally, we look to the future and how our knowledge of genetics
can influence how we target and treat diseases. We are committed to providing a stimulating, engaging and intellectually challenging learning
environment to enable all our students to develop scientific consciousness, from the basic biological molecules of organisms to species
interactions within ecosystems. This will allow our students to become informed citizens and empower them to make decisions in future
careers and their own lives that will benefit society as a whole.
A significant focus is placed upon developing our Biologists as exceptional practical scientists. Using the core principles of good investigative
techniques and the associated maths skills. Students will experience what makes a strong and valid investigation and know how to develop
their own method and carry out an investigation safely and efficiently. Building these practical skills throughout the course will enable all
students to progress to university or work-based science apprenticeships with a high level of technical ability and mastery. In addition to
planning and carrying out an investigation the students will have to learn how to interpret and use the data or observations that they have
generated. The skills that the students acquire in data analysis are invaluable as a transferable life skill. Also, the ability to use statistical tests
and determine the validity and significance of the data are wider skills that could be employed across many employment sectors. In the
process of analysis also comes the need to be ruthlessly logical and to spot patterns and link that to scientific theory, again these skills are
very transferable beyond a science setting.
Further rationale underpinning our curriculum design includes the careful selection of the order in which topics are taught; this enables
students planned opportunities to practise their skills in the context of new knowledge. Aspects of some topics are especially taught to bridge
1transitions such as that from GCSE to A-Level and from Y12 to Y13. The topics of Biological molecules and DNA and evolution in Year 12 are
all taught together to allow the students to make strong connections between these core areas. This area is also revisited in the Year 13
course to allow consolidation of the year 12 learning and then building in new content leading to the application of DNA technology. Thus,
students’ knowledge is built up in a logical, incremental manner, which we consider to be vital to foster a thorough understanding of complex
scientific concepts. The same is true for the cells and immunity topics and the larger topic of ecosystems and the environment, they are
grouped together in Year 12 and then expanded upon in Year 13. Throughout the curriculum misconceptions have been identified and
teachers will reflect on these in their planning and delivery of lessons. The teaching is responsive to the students and every opportunity is
taken to allow students to share their own experience of the topics and discussions about the applications of Biology in the real world
capitalised upon.
Periodic review and evaluation of the Biology schemes of work continue to develop and respond to our intent to develop and embed
challenge, metacognition, long-term retention and scientific literacy into our curriculum. The course aims to equip our young learners with the
independent study skills they need to develop to be successful in their future pathways. A series of electronic supporting materials has been
created, namely a study pack to motivate and support students in their independent learning to foster a culture of hard work that leads to
achievement and encourages life-long learning.
Students are actively encouraged to further their understanding of current developments through wider reading and journal articles that we
circulate. We foster students’ interest in Biology by taking them on trips to see working scientists discussing their fields at events like science
live. We also have visiting experts delivering presentations to our cohort to expand their ideas on potential careers that they may not have
considered.
Assessment
Half termly assessment in Biology consist of a mixture of extended and short answer questions and those relating to the testing of their
practical knowledge and understanding.
Homework
Shorter practice questions, exam questions, practical write ups and independent work using study packs, banks of exam papers and
purchased on-line resources
Clubs and/or intervention
Biology Drop in: student support, including homework and practical write-up support.; student one- to ones and target setting/ monitoring;
individualised work programmes
Parental/Carer support
Homework communications set through MCAS
2Helpful sources of information
AQA website, Study packs, Course and Practical Guides, Kerboodle.com, and Seneca learning. For extension tasks and higher grades, the
Biological Science Review magazine is a good source of material set in alternative contexts.
Year 12 Overview
Term Knowledge Assessment Connections Connections to
to learning future pathways
3.1 Biological molecules
All life on Earth shares a common chemistry. This provides indirect evidence for evolution. Despite their great variety, the cells of
all living organisms contain only a few groups of carbon-based compounds that interact in similar ways. Carbohydrates are
commonly used by cells as respiratory substrates. They also form structural components in plasma membranes and cell walls.
Lipids have many uses, including the bilayer of plasma membranes, certain hormones and as respiratory substrates. Proteins
form many cell structures.
Biological Molecules Exam Atomic structure, bonding, Future learning:
Recap of GCSE elements and compounds questions elements and compounds degrees
Monomers and Polymers (Multiple taught at GCSE (Chemistry Biochemistry
Autumn
1 Monosaccharides, amino acids and nucleotides choice, and Trilogy) Biomedicine
1 are examples of monomers. structured, Mention the link to plastics Biology – Life
A condensation reaction joins two molecules closed short for further explanation of Sciences
together with the formation of a chemical bond answer, and monomers to polymers Marine Biology
and involves the elimination of a molecule of open (alkenes- GCSE Chem) Medicine
water. response) Link to KS4 Biology and Pharmacology
A hydrolysis reaction breaks a chemical bond Assessed Trilogy in the organisation Careers
between two molecules and involves the use of homework and digestion unit in Year Marine Biologist
a water molecule. Required 10 when carbohydrates, Geneticist
Carbohydrates structure and function. practical write proteins and lipids (fats) are Virologist
Lipids structure and function. ups discussed Research scientist
Proteins structure In lesson Higher education
Practical Tasks retrieval quiz lecturer
Food Tests and multiple- Science writer
3 Glucose standard curve choice hinge Secondary school
questions, teacher
exam Doctor
questions Microbiologist
Assessment
for this half
term is a
GCSE bridging
test (relevant
GCSE
knowledge
recap) and a
Carbohydrate
and Lipid Test.
3.2 Cells
All life on Earth exists as cells. These have basic features in common. Differences between cells are due to the addition of extra
features. This provides indirect evidence for evolution. All cells arise from other cells, by binary fission in prokaryotic cells and by
mitosis and meiosis in eukaryotic cells.
Cells Exam GCSE Biology and Trilogy, Future learning:
Cell Fractionation questions first topic in Year 10 cell degrees
Microscopy (Multiple structure Biochemistry
Autumn 1 Eukaryotic cells choice, GCSE Biology and trilogy, Biomedicine
1 Cell specialisation and organisation structured, second topic in Year 10 cell Biology – Life
Prokaryotic cells and viruses closed short division Sciences
Mitosis answer, and GCSE Biology and trilogy, Marine Biology
Cell Cycle open communicable diseases Medicine
response) topic for knowledge of Pharmacology
Practical Tasks Assessed viruses and prokaryotes Careers
Mitosis root tip practical (REQUIRED PRAC) homework Marine Biologist
Required Geneticist
practical write Virologist
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4 In lesson Research scientist
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and multiple lecturer
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Microbiologist
3.1 Biological Molecules
Proteins form many cell structures. They are also important as enzymes, chemical messengers and components of the blood.
Nucleic acids carry the genetic code for the production of proteins. The genetic code is common to viruses and to all living
organisms, providing evidence for evolution. The most common component of cells is water; hence our search for life elsewhere in
the universe involves a search for liquid water.
Biological Molecules Exam Reproduction and variation Future learning:
Recap Protein structure questions unit at GCSE Biology and degrees
Enzymes as a type of protein (Multiple trilogy (DNA content) Biochemistry
Enzymes structure and function and factors that choice, Chemistry GCSE covalent Biomedicine
Autumn affect enzymes function structured, bonds (water) Biology – Life
2 Enzyme model – lock and key versus induced closed short Link to KS4 Biology and Sciences
fit answer, and Trilogy in the organisation Marine Biology
Structure of RNA and DNA open and digestion unit in Year Medicine
Function of DNA response) 10 when proteins are Pharmacology
DNA replication Assessed discussed Careers
Water – structure and function homework Marine Biologist
ATP – structure and function Required Geneticist
practical write Virologist
Practical Tasks: ups Research scientist
Enzyme practical (REQUIRED PRACTICAL) In lesson Higher education
looking at the effect of pH/Temp/substrate retrieval quiz lecturer
concentration and multiple Science writer
choice hinge
5questions, Secondary school
exam teacher
questions Doctor
This half terms Microbiologist
assessment is
a proteins and
enzymes test
3.2 Cells
All cells have a cell-surface membrane and, in addition, eukaryotic cells have internal membranes. The basic structure of these
plasma membranes is the same and enables control of the passage of substances across exchange surfaces by passive or active
transport. Cell-surface membranes contain embedded proteins. Some of these are involved in cell signalling – communication
between cells. Others act as antigens, allowing recognition of ‘self’ and ‘foreign’ cells by the immune system. Interactions between
different types of cell are involved in disease, recovery from disease and prevention of symptoms occurring at a later date if
exposed to the same antigen, or antigen-bearing pathogen.
3.2 Cells Exam GCSE Biology and trilogy Future learning:
Structure of the cell membrane questions topics from Year 10 cell degrees
Diffusion (Multiple structure and transport. Biochemistry
Osmosis choice, GCSE Biology and trilogy Biomedicine
Active Transport structured, topics communicable Biology – Life
Co-Transport closed short disease and preventing and Sciences
Introduction to the immune system answer, and treating disease. Marine Biology
(phagocytosis/non-specific and specific open Links to AS Biology course, Medicine
immune responses) response) students need to link the Pharmacology
Assessed structure of a phospholipid Careers
Practical Activities homework from Biological molecules Marine Biologist
Permeability of cell membrane (beetroot Required (Lipids section) to their Geneticist
REQUIRED PRAC) practical write function here as part of the Virologist
Osmosis in potatoes (REQUIRED PRAC) ups cell membrane. Research scientist
Assessment Higher education
this half term lecturer
is a cells test Science writer
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3.2 Finish Cells:
Cell-surface membranes contain embedded proteins. Some of these are involved in cell signalling – communication between cells.
Others act as antigens, allowing recognition of ‘self’ and ‘foreign’ cells by the immune system. Interactions between different types
of cell are involved in disease, recovery from disease and prevention of symptoms occurring at a later date if exposed to the same
antigen, or antigen-bearing pathogen.
3.3 Exchange and Transport:
The internal environment of a cell or organism is different from its external environment. The exchange of substances between the
internal and external environments takes place at exchange surfaces. To truly enter or leave an organism, most substances must
cross cell plasma membranes. In large multicellular organisms, the immediate environment of cells is some form of tissue fluid.
Spring 1
Most cells are too far away from exchange surfaces, and from each other, for simple diffusion alone to maintain the composition of
tissue fluid within a suitable metabolic range. In large organisms, exchange surfaces are associated with mass transport systems
that carry substances between the exchange surfaces and the rest of the body and between parts of the body. Mass transport
maintains the final diffusion gradients that bring substances to and from the cell membranes of individual cells. It also helps to
maintain the relatively stable environment that is tissue fluid.
Cell immunity complete Exam For the cells content see Future learning:
Vaccination questions previous links in Autumn 2 degrees
HIV (Multiple Link back to AS Biology Biochemistry
choice, knowledge from Biological Biomedicine
3.3 Exchange and Transport structured, molecules (proteins topic) Biology – Life
Surface Area to Volume Ratio closed short GCSE Biology and Trilogy Sciences
Gas exchange in: answer, and the topics, cell structure and Marine Biology
7 Insects open organisation, organisation Medicine
Fish response) and the digestive system Pharmacology
Plants Assessed and organising plants and Careers
Humans homework animals. Marine Biologist
Enzymes and Digestion Required Geneticist
practical write Virologist
ups Research scientist
Practical Activities Assessment Higher education
Fish Gill Dissection Exchange and lecturer
Lung Dissection Transport Test Science writer
In lesson Secondary school
retrieval quiz teacher
and multiple Doctor
choice hinge Microbiologist
questions,
exam
questions
3.4 Genetic information, variation and relationships between organisms
Biological diversity – biodiversity – is reflected in the vast number of species of organisms, in the variation of individual
characteristics within a single species and in the variation of cell types within a single multicellular organism. Differences between
species reflect genetic differences. Differences between individuals within a species could be the result of genetic factors, of
environmental factors, or a combination of both. A gene is a section of DNA located at a particular site on a DNA molecule, called
its locus. The base sequence of each gene carries the coded genetic information that determines the sequence of amino acids
during protein synthesis. The genetic code used is the same in all organisms, providing evidence for evolution. Genetic diversity
within a species can be caused by gene mutation, chromosome mutation or random factors associated with meiosis and
fertilisation. This genetic diversity is acted upon by natural selection, resulting in species becoming better adapted to their
environment. Variation within a species can be measured using differences in the base sequence of DNA or in the amino acid
sequence of proteins. Biodiversity within a community can be measured using species richness and an index of diversity.
3.4 Genetics Exam Link back to Biological Future learning:
DNA and Protein Synthesis questions molecules in AS Biology degrees
Gene mutation (Multiple DNA work Biochemistry
Meiosis choice, Biomedicine
8 Genetic variation structured, Reproduction and variation Biology – Life
Adaptation closed short unit at GCSE Biology and Sciences
Types of Selection answer, and trilogy (DNA content) Marine Biology
open Medicine
Practical Activities response) Pharmacology
Microbiology Practical (REQUIRED PRAC) Assessed Careers
homework Marine Biologist
Required Geneticist
practical write Virologist
ups Research scientist
Assessment at Higher education
end of ½ term lecturer
In lesson Science writer
retrieval quiz Secondary school
and multiple teacher
choice hinge Doctor
questions, Microbiologist
exam
questions
3.3 Exchange and Transport
Most cells are too far away from exchange surfaces, and from each other, for simple diffusion alone to maintain the composition of
tissue fluid within a suitable metabolic range. In large organisms, exchange surfaces are associated with mass transport systems
that carry substances between the exchange surfaces and the rest of the body and between parts of the body. Mass transport
maintains the final diffusion gradients that bring substances to and from the cell membranes of individual cells. It also helps to
Spring
maintain the relatively stable environment that is tissue fluid.
2
3.3 Exchange and Transport (cont..) Exam GCSE: Organising plants Future learning:
Mass transport Haemoglobin questions and animals topic degrees
Circulatory system and the heart (Multiple Biochemistry
Tissue Fluid choice, Biomedicine
Transport in plants (phloem and xylem) structured, Biology – Life
closed short Sciences
9Practical Activities answer, and Marine Biology
Heart Dissection (REQUIRED PRAC) open Medicine
response) Pharmacology
Assessed Careers
homework Marine Biologist
Required Geneticist
practical write Virologist
ups Research scientist
Assessment Higher education
All of AS lecturer
content tested Science writer
In lesson Secondary school
retrieval quiz teacher
and multiple Doctor
choice hinge Microbiologist
questions,
exam
questions
3.4 Genetic information, variation and relationships between organisms
Genetic diversity within a species can be caused by gene mutation, chromosome mutation or random factors associated with
meiosis and fertilisation. This genetic diversity is acted upon by natural selection, resulting in species becoming better adapted to
their environment. Variation within a species can be measured using differences in the base sequence of DNA or in the amino acid
sequence of proteins. Biodiversity within a community can be measured using species richness and an index of diversity.
3.4 Genetics cont…. Exam Reproduction and variation Future learning:
Biodiversity questions unit at GCSE Biology and degrees
Species and taxonomy (Multiple trilogy Biochemistry
Diversity in a community choice, Ecological sampling at Biomedicine
Investigating Diversity structured, GCSE Biology and Trilogy Biology – Life
Calculating Species Index of Diversity closed short Sciences
answer, and Marine Biology
open Medicine
response) Pharmacology
10 Assessed Careers
homework Marine Biologist
Required Geneticist
practical write Virologist
ups Research scientist
Assessment Higher education
All of AS lecturer
content Science writer
In lesson Secondary school
retrieval quiz teacher
and multiple Doctor
choice hinge Microbiologist
questions,
exam
questions
Summer 1
Revision of All of AS content and Key Practical Skills and Maths skills
1
Particular Focus on Practical skills: PS 1.1 Solve problems set in practical contexts, PS 1.2 Apply scientific knowledge to practical
context, PS 2.1 Comment on experimental design and evaluate scientific methods, PS 2.2 Present data in appropriate ways, PS 2.3
Evaluate results and draw conclusions with reference to measurement uncertainties and errors, PS 2.4 Identify variables including
those that must be controlled.
Maths Skills relevant to Practical activities: PS 3.1 Plot and interpret graphs, PS 3.2 Process and analyse data using appropriate
mathematical skills, PS 3.3 Consider margins of error, accuracy and precision of data.
Revisit the core maths competencies as outlined in the specification through a variety of contexts in exam questions.
Revision of AS content Exam Maths skills from GCSE and Future learning:
questions potentially core Maths and degrees
All previously mentioned topics studied throughout (Multiple A-Level Maths if students Biochemistry
the year will be revisited and past questions choice, are studying these courses. Biomedicine
completed in these areas structured, All Science GCSE practical Biology – Life
closed short skills acquired Sciences
There will be a focus on practical skills and maths answer, and Marine Biology
skills Medicine
11open Pharmacology
We will also cover the statistical tests: response) Careers
The chi-squared test to test the significance of the Assessed Marine Biologist
difference between observed and expected results homework Geneticist
The Student’s t-test Required Virologist
The correlation coefficient practical write Research scientist
ups Higher education
Assessment: 2 lecturer
Full AS mock Science writer
papers Secondary school
In lesson teacher
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and multiple Microbiologist
choice hinge
questions,
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questions
Start A-Level Biology course
3.7 Genetics, populations, evolution and ecosystems
Populations of different species live in communities. Competition occurs within and between these populations for the means of
survival. Within a single community, one population is affected by other populations, the biotic factors, in its environment.
Populations within communities are also affected by, and in turn affect, the abiotic (physicochemical) factors in an ecosystem.
Populations in Ecosystems Exam Previous AS knowledge Future learning:
Population number questions from 3.4 genetics degrees
Competition (Multiple GCSE Biology and Trilogy Biochemistry
Predation choice, sampling and ecosystems Biomedicine
structured, work Biology – Life
closed short Sciences
answer, and Marine Biology
Medicine
12open Pharmacology
response) Careers
Assessed Marine Biologist
homework Geneticist
Required Virologist
practical write Research scientist
ups Higher education
Assessment lecturer
AS Mock Science writer
Papers Secondary school
In lesson teacher
retrieval quiz Doctor
and multiple Microbiologist
choice hinge
questions,
exam
questions
3.7 Genetics, populations, evolution and ecosystems
Populations of different species live in communities. Competition occurs within and between these populations for the means of
survival. Within a single community, one population is affected by other populations, the biotic factors, in its environment.
Populations within communities are also affected by, and in turn affect, the abiotic (physicochemical) factors in an ecosystem.
Populations in Ecosystems Exam Previous AS knowledge Future learning:
Summer Sampling questions from 3.4 genetics degrees
2 Succession (Multiple GCSE Biology and Trilogy Biochemistry
Conservation choice, sampling and ecosystems Biomedicine
structured, work Biology – Life
Practical Activities closed short Sciences
Quadrat Sampling practical (random and transect). answer, and Marine Biology
(REQUIRED PRAC) open Medicine
response) Pharmacology
Assessed Careers
homework Marine Biologist
13 Required Geneticist
practical write Virologist
ups Research scientist
Assessment Higher education
Chapter 19 lecturer
End of Topic Science writer
In lesson Secondary school
retrieval quiz teacher
and multiple Doctor
choice hinge Microbiologist
questions,
exam
questions
3.5 Energy transfers within and between organisms
Life depends on continuous transfers of energy. In communities, the biological molecules produced by photosynthesis are
consumed by other organisms, including animals, bacteria and fungi. Some of these are used as respiratory substrates by these
consumers. Photosynthesis and respiration are not 100% efficient. The transfer of biomass and its stored chemical energy in a
community from one organism to a consumer is also not 100% efficient.
Energy and Ecosystems Exam Ecology, Biodiversity and Future learning:
Food Chains and Energy Transfer questions organising an ecosystem degrees
Productivity (Multiple topics from GCSE Biology Biochemistry
Nutrient Cycles choice, and Trilogy Biomedicine
Fertilisers structured, Previous AS Biology topics Biology – Life
Environmental concerns with fertilisers closed short on ecology Sciences
answer, and Marine Biology
open Medicine
response) Pharmacology
Assessed Careers
homework Marine Biologist
Required Geneticist
practical write Virologist
ups
14 Assessment Research scientist
All of AS Higher education
content lecturer Science
In lesson writer
retrieval quiz Secondary school
and multiple teacher
choice hinge Doctor
questions, Microbiologist
exam
questions
Year 13 Overview
Term Knowledge Assessment Connections to learning Connections to
future pathways
3.5 Energy transfers within and between organisms
Life depends on continuous transfers of energy. In photosynthesis, light is absorbed by chlorophyll and this is linked to the
production of ATP. In respiration, various substances are used as respiratory substrates. The hydrolysis of these respiratory
substrates is linked to the production of ATP. In both respiration and photosynthesis, ATP production occurs when protons diffuse
down an electrochemical gradient through molecules of the enzyme ATP synthase, embedded in the membranes of cellular
Autumn organelles. The process of photosynthesis is common in all photoautotrophic organisms and the process of respiration is common
1 in all organisms, providing indirect evidence for evolution.
Photosynthesis Exam GCSE Biology and Trilogy Future learning:
Photosynthesis overview – structure of a leaf questions respiration and photosynthesis degrees
and chloroplast (Multiple topics. Biochemistry
Light-Dependent reaction choice, Biomedicine
Light-Independent reaction structured, GCSE Biology and Trilogy Biology – Life
Limiting Factors closed short cells topic, yeast Sciences
answer, and Marine Biology
15Practical Activities open GCSE Chemistry: paper Medicine
Chromatography of leaf pigments (REQUIRED response) chromatography Pharmacology
PRAC) Assessed Careers
Effect of a named factor on the rate of homework Marine Biologist
dehydrogenase activity in extracts of Required Geneticist
chloroplasts. (REQUIRED PRAC) practical write Virologist
ups Research scientist
Assessment Higher education
Respiration respiration and lecturer
Glycolysis photosynthesis Science writer
Link and Krebs cycle test. Secondary school
Oxidative Phosphorylation In lesson teacher
Anaerobic Respiration retrieval quiz Doctor
and multiple Microbiologist
Practical Activities choice hinge
Effect of temperature on the rate of respiration questions,
of cultures of single-celled (yeast) organisms. exam
(REQUIRED PRAC) questions
Autumn
1 3.6 Organisms respond to changes in their internal and external environment
A stimulus is a change in the internal or external environment. A receptor detects a stimulus. A coordinator formulates a suitable
response to a stimulus. An effector produces a response. Receptors are specific to one type of stimulus. Nerve cells pass electrical
impulses along their length. A nerve impulse is specific to a target cell only because it releases a chemical messenger directly onto
it, producing a response that is usually rapid, short-lived and localised. Plants control their response using hormone-like growth
substances.
Responses to stimuli Exam Link back to AS topic of Future learning:
Survival and response questions exchange for the heart degrees
Plant growth factors (Multiple GCSE Biology and trilogy Biochemistry
Reflex Arc choice, homeostasis and nervous Biomedicine
Receptors structured, system topics Biology – Life
Control of heart rate closed short Sciences
answer, and Marine Biology
16Practical Activities open Medicine
Effect of an environmental variable on the response) Pharmacology
movement of an animal using either a choice Assessed Careers
chamber or a maze. (REQUIRED PRAC) homework Marine Biologist
Required Geneticist
practical write Virologist
ups Research scientist
Assessment Higher education
AS paper as lecturer
revision. Science writer
In lesson Secondary school
retrieval quiz teacher
and multiple Doctor
choice hinge Microbiologist
Autumn questions,
2 exam
questions
3.6 Organisms respond to changes in their internal and external environment
Nerve cells pass electrical impulses along their length. A nerve impulse is specific to a target cell only because it releases a
chemical messenger directly onto it, producing a response that is usually rapid, short-lived and localised.
Nervous Co-ordination and Muscles Exam GCSE Biology and trilogy Future learning:
Neurones questions homeostasis and nervous degrees
Nerve Impulses (Multiple system topics Biochemistry
Action potential choice, Biomedicine
Speed of nerve impulse structured, Biology – Life
Structure and function of synapses closed short Sciences
Transmission across a synapse answer, and Marine Biology
Structure of skeletal muscle open Medicine
Contraction of skeletal muscle response) Pharmacology
Assessed Careers
homework Marine Biologist
Geneticist
17 Required Virologist
practical write Research scientist
ups Higher education
Assessment, lecturer
stimulus and Science writer
response test. Secondary school
In lesson teacher
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and multiple Microbiologist
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3.6 Organisms respond to changes in their internal and external environment
In contrast, mammalian hormones stimulate their target cells via the blood system. They are specific to the tertiary structure of
receptors on their target cells and produce responses that are usually slow, long-lasting and widespread.
Homeostasis Exam GCSE Biology and trilogy Future learning:
Principles of homeostasis questions homeostasis and nervous degrees
Positive and negative feedback (Multiple system topics Biochemistry
Blood glucose control choice, Biomedicine
Diabetes structured, Biology – Life
Blood water potential control closed short Sciences
Kidney structure and the nephron and answer, and Marine Biology
osmoregulation open Medicine
response) Pharmacology
Assessed Careers
homework Marine Biologist
Required Geneticist
practical write Virologist
ups Research scientist
18 Assessment: Higher education
Homeostasis lecturer
test. Science writer
In lesson Secondary school
retrieval quiz teacher
and multiple Doctor
choice hinge Microbiologist
questions,
exam
questions
3.7 Genetics, populations, ecosystems and evolution
The theory of evolution underpins modern Biology. All new species arise from an existing species. This results in different species
sharing a common ancestry, as represented in phylogenetic classification. Common ancestry can explain the similarities between all
living organisms, such as common chemistry (eg all proteins made from the same 20 or so amino acids), physiological pathways (eg
anaerobic respiration), cell structure, DNA as the genetic material and a ‘universal’ genetic code. The individuals of a species share
the same genes but (usually) different combinations of alleles of these genes. An individual inherits alleles from their parent or
parents. A species exists as one or more populations. There is variation in the phenotypes of organisms in a population, due to
genetic and environmental factors.
Spring Inherited Change Exam This directly links to AS Future learning:
1 Recap Mendelian inheritance from GCSE questions genetics content and degrees
Monohybrid Inheritance (Multiple natural selection and Biochemistry
Probability and genetic crosses (punnet choice, evolution topics, including Biomedicine
squares) structured, classification. Also a solid Biology – Life
Dihybrid inheritance closed short understanding of meiosis is Sciences
Co-dominance and multiple alleles answer, and required, this should be Marine Biology
Sex-linkage open recapped. Medicine
Autosomal linkage response) Due to the way we structure Pharmacology
Epistasis Assessed the course Populations in Careers
Chi-Squared Test homework ecosystems is taught at the Marine Biologist
end of Year 12, this directly Geneticist
fits with this series of Virologist
19 Required lessons so needs to be Research scientist
practical write revisited here too. Higher education
ups As previously stated this all lecturer
Assessment at links back to genetics, Science writer
end of ½ term evolution and ecosystems Secondary school
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retrieval quiz Doctor
and multiple Microbiologist
choice hinge
questions,
exam
questions
3.8 The Control of Gene Expression
Cells are able to control their metabolic activities by regulating the transcription and translation of their genome. Although the cells
within an organism carry the same coded genetic information, they translate only part of it. In multicellular organisms, this control of
translation enables cells to have specialised functions, forming tissues and organs. There are many factors that control the
expression of genes and, thus, the phenotype of organisms. Some are external, environmental factors, others are internal factors.
The expression of genes is not as simple as once thought, with epigenetic regulation of transcription being increasingly recognised
as important. Humans are learning how to control the expression of genes by altering the epigenome, and how to alter genomes and
proteomes of organisms. This has many medical and technological applications. Consideration of cellular control mechanisms
underpins the content of this section. Students who have studied it should develop an understanding of the ways in which organisms
Spring
and cells control their activities. This should lead to an appreciation of common ailments resulting from a breakdown of these control
1
mechanisms and the use of DNA technology in the diagnosis and treatment of human diseases.
Gene Expression Exam This links back to many Future learning:
Gene mutation questions topics in AS Biology, it is a degrees
Stem cells (Multiple great opportunity to revisit Biochemistry
Regulation of transcription and translation choice, DNA structure, transcription Biomedicine
Epigenetic control of gene expression structured, and translation and also cell Biology – Life
Genome Projects closed short organelles involved in Sciences
answer, and protein synthesis and Marine Biology
open proteins from Biological Medicine
response) molecules. Pharmacology
20 Assessed Careers
homework Marine Biologist
Required Geneticist
practical write Virologist
ups Research scientist
Assessment at Higher education
end of ½ term lecturer
In lesson Science writer
retrieval quiz Secondary school
and multiple teacher
choice hinge Doctor
questions, Microbiologist
exam
questions
3.7 Genetics, populations, ecosystems and evolution
The individuals of a species share the same genes but (usually) different combinations of alleles of these genes. An individual
inherits alleles from their parent or parents. A species exists as one or more populations. There is variation in the phenotypes of
organisms in a population, due to genetic and environmental factors. Two forces affect genetic variation in populations: genetic drift
Spring and natural selection. Genetic drift can cause changes in allele frequency in small populations. Natural selection occurs when alleles
2 that enhance the fitness of the individuals that carry them rise in frequency. A change in the allele frequency of a population is
evolution. If a population becomes isolated from other populations of the same species, there will be no gene flow between the
isolated population and the others. This may lead to the accumulation of genetic differences in the isolated population, compared
with the other populations. These differences may ultimately lead to organisms in the isolated population becoming unable to breed
and produce fertile offspring with organisms from the other populations. This reproductive isolation means that a new species has
evolved.
21Populations and Evolution Exam This directly links to AS Future learning:
Population genetics (Hardy-Weinberg) questions genetics content and degrees
Variation in phenotype (Multiple natural selection and Biochemistry
Natural Selection choice, evolution topics, including Biomedicine
Different forms of selection structured, classification. Due to the Biology – Life
Isolation and speciation closed short way we structure the course Sciences
answer, and Populations in ecosystems Marine Biology
open is taught at the end of Year Medicine
response) 12, this directly fits with this Pharmacology
Assessed series of lessons so needs Careers
homework to be revisited here too. Marine Biologist
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Assessment at from GCSE Higher education
end of ½ term lecturer
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3.8 The Control of Gene Expression
Cells are able to control their metabolic activities by regulating the transcription and translation of their genome. Although the cells
within an organism carry the same coded genetic information, they translate only part of it. In multicellular organisms, this control of
Spring
translation enables cells to have specialised functions, forming tissues and organs. There are many factors that control the
2
expression of genes and, thus, the phenotype of organisms. Some are external, environmental factors, others are internal factors.
The expression of genes is not as simple as once thought, with epigenetic regulation of transcription being increasingly recognised
as important. Humans are learning how to control the expression of genes by altering the epigenome, and how to alter genomes and
proteomes of organisms. This has many medical and technological applications. Consideration of cellular control mechanisms
underpins the content of this section. Students who have studied it should develop an understanding of the ways in which organisms
22and cells control their activities. This should lead to an appreciation of common ailments resulting from a breakdown of these control
mechanisms and the use of DNA technology in the diagnosis and treatment of human diseases.
Recombinant DNA technology Exam This topic relies on all the Future learning:
Producing DNA fragments questions previous DNA knowledge degrees
In vivo gene cloning (Multiple from across the course Biochemistry
In vitro gene cloning choice, Biomedicine
Genetic screening and counselling structured, Biology – Life
Genetic fingerprinting closed short Sciences
answer, and Marine Biology
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Assessed Careers
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Assessment at Higher education
end of ½ term lecturer
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